PEARCE, Daniel Roy (ピアース ダニエル ロイ)
About
Daniel Roy Pearce is a lecturer in the Department of Education at Shitennoji University, Osaka. He has taught for five years in Japanese public schools and has recently completed his doctorate on plurilingual and integrated approaches in elementary schools in Japan at the Graduate School of Human and Environmental Studies, Kyoto University, under the supervision of Nishiyama Noriyuki. His current research interests include collaborative action research with teachers, plurilingual education, and plurilingualism and linguistic diversity in monolingual contexts. ピアース・ダニエル・ロイ。四天王寺大学教育学部講師。2022年3月に京都大学大学院人間・環境学研究科にて西山教行先生の指導のもと、博士後期課程を修了した。小学校を出発点に、様々な文脈において現役教員との共同アクションリサーチ等を通しての複言語・分野横断的教育の研究を進めている。Sessions
Interactive Presentation Addressing Conflict and Living on the Edge: Plurilingualism, Multiperspectivity, and the Cold War in a University EFL Class 大学EFL授業にコンフリクトを取り上げる意義：冷戦史を通して育てる複言語主義、複眼的思考 more
Sun, May 22, 10:15-11:00 Asia/Tokyo
The war in Ukraine has reawakened Cold War fears and made 20th-century history relevant to students who have grown up in an age of peace. Considering these circumstances, this presentation introduces a course entitled English Expression through Song, taught by the author, centered on music of the cold-war era. The course aimed to foster analytic ability of English song and metaphor, contextualized within cultures and histories, and to promote multiperspectivity (Kropman, van Boxtel & Van Drie, 2020) and decentering (Candelier et al., 2012). The course emerged from the author’s attempts to reconcile his bi/plurilingualism with expectations to act as a ‘native-speaker’ in an English-only capacity (Pearce, 2021). The presentation explores how the author ‘found his home’ in the classroom employing his plurilingualism and background in Cold War foreign diplomacy. Additionally, qualitative analysis of student reflections and post-course interviews will illuminate shifts in learners’ developing understanding of language, culture, history, and conflict, as well as shifts in their identity as language users. The conclusion touches upon how addressing historical conflict in the course may have helped the students begin to localize their 21st-century identities as part of a complex, conflict-fraught world in which their future trajectories are increasingly unclear, and peace is no longer certain.